CURRICULUM VITAE Paul L. Harris - Harvard Graduate School of ...
CURRICULUM VITAE Paul L. Harris - Harvard Graduate School of ...
CURRICULUM VITAE Paul L. Harris - Harvard Graduate School of ...
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<strong>CURRICULUM</strong> <strong>VITAE</strong><br />
<strong>Paul</strong> L. <strong>Harris</strong><br />
Date <strong>of</strong> Birth: 14th May, 1946.<br />
Citizenship: British.<br />
Languages: English, French, Dutch<br />
Contact: <strong>Paul</strong>_<strong>Harris</strong>@gse.harvard.edu<br />
1965-1968 B.A. in Psychology, Sussex University; 1st class honors.<br />
1968-1971 D. Phil. in Psychology, Experimental Psychology, Oxford University.<br />
1971-1972 Research Fellow, Center for Cognitive Studies, <strong>Harvard</strong> University, U.S.A.<br />
1972-1973 Research Fellow, Experimental Psychology, Oxford University.<br />
1973-1976 Lecturer, Department <strong>of</strong> Psychology, Lancaster University.<br />
1976-1979 Reader in Psychology, Free University, Amsterdam, The Netherlands<br />
1979-1981 Lecturer, Department <strong>of</strong> Social Psychology, London <strong>School</strong> <strong>of</strong> Economics.<br />
1981-1996 Lecturer in Psychology, Oxford University, Fellow <strong>of</strong> St John's College.<br />
1992-1993 Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford, U.S.A.<br />
1996-1998 Reader in Experimental Psychology, University <strong>of</strong> Oxford.<br />
1998-2001 Pr<strong>of</strong>essor <strong>of</strong> Developmental Psychology, University <strong>of</strong> Oxford.<br />
2000-1 British Academy Research Readership.<br />
2001- Emeritus Fellow, St John’s College, Oxford<br />
2001- Pr<strong>of</strong>essor <strong>of</strong> Education, <strong>Harvard</strong> University<br />
2005- Victor S. Thomas Pr<strong>of</strong>essorship, <strong>Harvard</strong> University<br />
2007 Visiting Pr<strong>of</strong>essor, Dept <strong>of</strong> Cognitive Studies, Ecole normale supérieure, Paris
2<br />
Awards and Honors<br />
1998 Elected as Fellow <strong>of</strong> British Academy.<br />
2005 Guggenheim Fellowship<br />
2006 Elected as foreign member <strong>of</strong> The Norwegian Academy <strong>of</strong> Science and Letters<br />
2007 Docteur Honoris Causa; Université de Rennes, France<br />
2009 Elected as Fellow <strong>of</strong> Association for Psychological Science (APS)<br />
2009 William Thierry Preyer Award: European Society for Developmental Psychology<br />
2009 Docteur Honoris Causa; Université de Lausanne, Switzerland<br />
2010 Morningstar Teaching Award, <strong>Harvard</strong> University<br />
2011 Honorary Fellowship; Cardiff University, Wales<br />
2013 Cognitive Development Society (CDS) Book award<br />
2014 American Psychological Association (APA) Eleanor Maccoby award.<br />
Pr<strong>of</strong>essional activities<br />
Former Editor <strong>of</strong> British Journal <strong>of</strong> Developmental Psychology; Former Associate Editor <strong>of</strong><br />
Child Development; Reviewer for: Science, PNAS, Psychological Science, Child Development,<br />
Cognitive Science, Developmental Science, Developmental Psychology, Cognition, Mind and<br />
Language, Human Development, Society for Research in Child Development Monographs,<br />
Behavioral and Brain Sciences, Development and Psychopathology, Journal <strong>of</strong> Child Psychology<br />
and Psychiatry.<br />
Referee for ESRC and MRC (U.K.), NSF (U.S.) and SSHRC (Canada).
3<br />
Publications<br />
Books<br />
<strong>Harris</strong>, P.L. (2012). Trusting what you’re told: How children learn from others. Cambridge, MA:<br />
Belknap Press/<strong>Harvard</strong> University Press.<br />
Talwar, V., <strong>Harris</strong>, P.L. & Schleifer, M. (Eds.) (2011). Children’s understanding <strong>of</strong> death. New<br />
York: Cambridge University Press.<br />
<strong>Harris</strong>, P.L. (2000). The work <strong>of</strong> the imagination. Oxford: Blackwell.<br />
Rosengren, K, Johnson, C. & <strong>Harris</strong>, P.L. (2000). (Eds.). Imagining the impossible: Magical,<br />
scientific, and religious thinking in children. New York: Cambridge University Press<br />
<strong>Harris</strong>, P.L. (1989). Children and emotion: The development <strong>of</strong> psychological understanding.<br />
Oxford: Blackwell.<br />
Saarni, C. & <strong>Harris</strong>, P.L. (1989). (Eds.). Children's understanding <strong>of</strong> emotion. New York:<br />
Cambridge University Press.<br />
Astington, J.W., <strong>Harris</strong>, P.L. & Olson, D.R. (Eds.) (1988). Developing theories <strong>of</strong> mind. New<br />
York: Cambridge University Press.<br />
Articles<br />
Herrmann, P.A., Legare, C. H., <strong>Harris</strong>, P. L. & Whitehouse, H. (in press).Stick to the script: The<br />
effect <strong>of</strong> witnessing multiple actors on children’s imitation. Cognition.<br />
<strong>Harris</strong>, P.L. & Jalloul, M. (in press). Running on empty. American Journal <strong>of</strong> Play.<br />
Heiphetz, L., Spelke, E.S., <strong>Harris</strong>, P.L., & Banaji, M.R. (in press). The development <strong>of</strong> reasoning<br />
about beliefs: Fact, preference, and ideology. Journal <strong>of</strong> Experimental Social Psychology.<br />
<strong>Harris</strong>, P.L. & Lane, J. (in press). Infants understand how testimony works. Topoi: An<br />
International Review <strong>of</strong> Philosophy.<br />
<strong>Harris</strong>, P.L. & Corriveau, K. H. (in press). Learning from testimony about religion and science.<br />
In: E. Robinson & S. Einav (Eds). Trust and skepticism: Children’s selective learning<br />
from testimony. Hove, East Sussex, UK: Psychology Press.
4<br />
<strong>Harris</strong>, P.L., de Rosnay, M. & Ronfard, S. (in press). The mysterious emotional life <strong>of</strong> Little Red<br />
Riding Hood. Contributions to Human Development. Basel, Switzerland: Karger,<br />
Lane, J., <strong>Harris</strong>, P.L., Gelman, S.A. & Wellman, H.M. (in press). More than meets the eye:<br />
Young children’s trust in claims that defy their perception. Developmental Psychology.<br />
Hoicka, E., Butcher, J., Malla, F., & <strong>Harris</strong>, P. L. (in press). Preschooler' trust is sensitive to<br />
variable intentions. Proceedings <strong>of</strong> the 35th Annual Conference <strong>of</strong> the Cognitive Science<br />
Society<br />
Ronfard, S. & <strong>Harris</strong>, P.L. (in press). When will Little Red Riding Hood become scared?<br />
Children’s attribution <strong>of</strong> mental states to a story character. Developmental Psychology<br />
Kim, S. & <strong>Harris</strong>, P.L. (in press). Belief in magic predicts children's selective trust in informants.<br />
Journal <strong>of</strong> Cognition and Development.<br />
Jukes, M. C.H., Zuilkowski, S.S., Okello, G. & <strong>Harris</strong>, P.L. (2013). Healthy skepticism: Do<br />
adults trust health information from children in rural Kenya? International Perspectives<br />
in Psychology: Research, Practice, Consultation, 2, 164-180.<br />
<strong>Harris</strong>, P.L. (2013). Fairy tales, history, and religion. In. M. Taylor (Ed.). The Oxford handbook<br />
<strong>of</strong> the development <strong>of</strong> imagination. New York: Oxford University Press.<br />
Corriveau, K.H., Kim, E., Song, G. & <strong>Harris</strong>, P.L. (2013). Young children’s deference to a<br />
consensus varies by culture and judgment setting. Journal <strong>of</strong> Cognition and Culture, 13,<br />
367-381.<br />
Luu, B., de Rosnay, M. & <strong>Harris</strong>, P.L. (2013). Five-year-olds are willing but four-year-olds<br />
refuse to trust informants who <strong>of</strong>fer new and unfamiliar labels for parts <strong>of</strong> the body.<br />
Journal <strong>of</strong> Experimental Child Psychology, 116, 234-246.<br />
Corriveau, K.H., Kinzler, K. & <strong>Harris</strong>, P.L. (2013). Accuracy trumps accent in children's<br />
endorsement <strong>of</strong> object labels. Developmental Psychology, 49, 470-479.<br />
Fusaro, M. & <strong>Harris</strong>, P.L. (2013). Dax gets the nod: Toddlers detect and use social cues to<br />
evaluate testimony. Developmental Psychology, 49, 514-522.<br />
<strong>Harris</strong>, P.L. & Corriveau, K.H. (2013). Respectful deference: Conformity revisited. In M.R.<br />
Banaji & S.A. Gelman (Eds.), Navigating the social world: What infants, children, and<br />
other species can teach us. New York: Oxford University Press.
5<br />
Smith, C. E., Blake, P. R., & <strong>Harris</strong>, P.L. (2013). I should but I won't: Why young children<br />
endorse norms <strong>of</strong> fair sharing but do not follow them. PLoS One, 8, (3): e5910.<br />
Doi:10.1371/journal.pone.0059510<br />
Chen, E. E., Corriveau, K.H. & <strong>Harris</strong>, P.L. (2013). Children trust a consensus composed <strong>of</strong><br />
outgroup members – but do not retain that trust. Child Development, 84, 269-282.<br />
Ganea, P. A. & <strong>Harris</strong>, P.L. (2013). Early limits on the verbal updating <strong>of</strong> an object's location.<br />
Journal <strong>of</strong> Experimental Child Psychology, 114, 89-101.<br />
<strong>Harris</strong>, P.L., Corriveau, K.H., Pasquini, E.S., Koenig, M., Fusaro, M., & Clément, F. (2012).<br />
Credulity and the development <strong>of</strong> selective trust in early childhood. In M. Beran, J. L.<br />
Brandl, J. Perner & J. Proust (Eds.), Foundations <strong>of</strong> metacognition. Oxford: Oxford<br />
University Press.<br />
Fusaro, M., <strong>Harris</strong>, P.L. & Pan, B. A. (2012). Head nodding and head shaking gestures in<br />
children’s early communication. First Language, 32, 439-458.<br />
Cole, C.A., <strong>Harris</strong>, P.L., & Koenig, M. A. (2012). Entitled to trust? Philosophical frameworks<br />
and evidence from children. Analyse & Kritik, 34, 195-216<br />
Blake, P.R., Ganea, P. A. & <strong>Harris</strong>, P.L. (2012). Possession is not always the law: With age<br />
preschoolers increasingly use verbal information to identify who owns what. Journal <strong>of</strong><br />
Experimental Child Psychology, 113, 259-272.<br />
<strong>Harris</strong>, P.L. (2012). The child as anthropologist. Infancia y Aprendizaje, 35, 269-267, 276-277.<br />
Pons, F., <strong>Harris</strong>, P.L. & de Rosnay, M. (2012). Piaget and consciousness: Retrospect and<br />
prospect. In E. Martí & C. Rodríguez (Eds.). After Piaget. New Brunswick, NJ:<br />
Transaction Publishers.<br />
Legare, C., Evans, E.M., Rosengren, K.S. & <strong>Harris</strong>, P.L. (2012). The coexistence <strong>of</strong> natural and<br />
supernatural explanations across cultures and development. Child Development, 83, 779-<br />
793.<br />
Kim, S., Kalish, C.W. & <strong>Harris</strong>, P.L. (2012). Speaker reliability guides children’s inductive<br />
inferences about novel properties. Cognitive Development, 27, 114-125.<br />
Smith, C.E. & <strong>Harris</strong>, P.L. (2012). He didn’t want me to feel sad: Children’s reactions to<br />
disappointment and apology. Social Development, 21, 215-228.
6<br />
Fusaro, M., Corriveau, K.H. & <strong>Harris</strong>, P.L. (2011). The good, the strong, and the accurate:<br />
Preschoolers' evaluations <strong>of</strong> informant attributes. Journal <strong>of</strong> Experimental Child<br />
Psychology, 110, 561-74.<br />
Chen, E. E., Corriveau, K.H. & <strong>Harris</strong>, P.L. (2011). Children are sociologists. Anales de<br />
Psicología, 27, 625-630.<br />
<strong>Harris</strong>, P.L. (2011). Conflicting thoughts about death. Human Development, 54, 160-168.<br />
Blake, P. R. & <strong>Harris</strong>, P.L. (2011). Early representations <strong>of</strong> ownership. In H. Ross & O.<br />
Friedman (Eds.), Origins <strong>of</strong> ownership <strong>of</strong> property. New Directions for Child and<br />
Adolescent Development, 132, 39-51.<br />
Bender, P.K., Pons, F., <strong>Harris</strong>, P.L. & de Rosnay, M. (2011). Do young children misunderstand<br />
their own emotions? European Journal <strong>of</strong> Developmental Psychology, 8, 331-348<br />
<strong>Harris</strong>, P.L. (2011). Death in Spain, Madagascar, and beyond. In V. Talwar, P.L. <strong>Harris</strong> & M.<br />
Schleifer, (Eds.), Children’s understanding <strong>of</strong> death. New York: Cambridge University<br />
Press.<br />
<strong>Harris</strong>, P.L. & Jalloul, M. (2011). Penser à ce qui n’est pas plausible. Approche<br />
Neuropsychologique des Apprentissages chez l’enfant (A.N.A.E.), 112/113, 131-136.<br />
Bascandziev, I. & <strong>Harris</strong>, P.L. (2011). Gravity is not the only ruler for falling events: Young<br />
children do not commit the gravity error if given rich perceptual information about the<br />
tubes mechanism. Journal <strong>of</strong> Experimental Child Psychology, 109, 468-477<br />
<strong>Harris</strong>, P.L. & Corriveau, K.H. (2011). Young children’s selective trust in informants.<br />
Proceedings <strong>of</strong> the Royal Society B, 366, 1179-1190.<br />
Kinzler, K. D., Corriveau, K.H. & <strong>Harris</strong>, P.L. (2011). Children’s selective trust in nativeaccented<br />
speakers. Developmental Science, 14, 106-111.<br />
Corriveau, K.H., Pickard, K. & <strong>Harris</strong>, P.L. (2011). Preschoolers trust particular informants when<br />
learning new names and new morphological forms. British Journal <strong>of</strong> Developmental<br />
Psychology, 29, 46-63.<br />
Corriveau, K.H. & <strong>Harris</strong>, P.L. (2011). Young children’s trust in what other people say. In K.J.<br />
Rotenberg (Ed.) Interpersonal trust during childhood and adolescence. New York, NY:<br />
Cambridge University press.<br />
Bascandziev, I. & <strong>Harris</strong>, P.L. (2010). The role <strong>of</strong> testimony in young children’s solution <strong>of</strong> a<br />
gravity-driven invisible displacement task. Cognitive Development, 25, 233-246.
7<br />
Ganea, P.A. & <strong>Harris</strong>, P.L. (2010). Not doing what you are told: Early perseverative errors in<br />
updating mental representations via language. Child Development, 81, 457-463.<br />
<strong>Harris</strong>, P.L. (2010). Les jeunes enfants choisissent leurs informateurs. Enfance, 62, 301-317.<br />
Sprung, M. & <strong>Harris</strong>, P.L. (2010). Intrusive thoughts and young children’s knowledge about<br />
thinking following a natural disaster. Journal <strong>of</strong> Child Psychology and Psychiatry, 51,<br />
1115-1124.<br />
Smith, C. E., Chen, D., <strong>Harris</strong>, P.L. (2010). When the happy victimizer says sorry: Children’s<br />
understanding <strong>of</strong> apology and emotion. British Journal <strong>of</strong> Developmental Psychology, 28,<br />
727-746.<br />
Hussar, K.M. & <strong>Harris</strong>, P.L. (2010). Children who choose not to eat meat: A demonstration <strong>of</strong><br />
early moral decision-making. Social Development, 19, 627-641<br />
Corriveau, K.H. & <strong>Harris</strong>, P.L. (2010). Preschoolers (sometimes) defer to the majority in making<br />
simple perceptual judgments. Developmental Psychology, 46, 437-445.<br />
Guerrero, S., Enesco, I. & <strong>Harris</strong>, P.L. (2010). Oxygen and the soul: Children’s conception <strong>of</strong><br />
invisible entities. Journal <strong>of</strong> Cognition and Culture, 10, 123-151.<br />
Corriveau, K. H., Kim, A. L., Schwalen, C., & <strong>Harris</strong>, P.L. (2009). Abraham Lincoln and Harry<br />
Potter: Children's differentiation between historical and fantasy characters. Cognition,<br />
112, 213-225.<br />
Blake, P. R. & <strong>Harris</strong>, P.L. (2009). Children's understanding <strong>of</strong> ownership transfers. Cognitive<br />
Development, 24, 133-145.<br />
Corriveau, K. H., <strong>Harris</strong>, P.L., Meins, E. et al. (2009). Young children’s trust in their mother’s<br />
claims: Longitudinal links with attachment security in infancy. Child Development, 80,<br />
750-761.<br />
<strong>Harris</strong>, P.L. (2009). Simulation (mostly) rules: A commentary. British Journal <strong>of</strong> Developmental<br />
Psychology, 27, 555-559.<br />
Corriveau, K. H. & <strong>Harris</strong>, P.L. (2009). Choosing your informant: Weighing familiarity and<br />
recent accuracy. Developmental Science, 12, 426–437<br />
<strong>Harris</strong>, P.L. (2009). Piaget on causality: The Whig interpretation <strong>of</strong> cognitive development.<br />
British Journal <strong>of</strong> Psychology, 100, 229-232.
8<br />
Corriveau, K. H., Fusaro, M., & <strong>Harris</strong>, P.L. (2009). Going with the flow: Preschoolers prefer<br />
non-dissenters as informants. Psychological Science, 20, 372-377.<br />
Corriveau, K. H., Meints, K., & <strong>Harris</strong>, P.L. (2009). Early tracking <strong>of</strong> informant accuracy and<br />
inaccuracy. British Journal <strong>of</strong> Developmental Psychology, 27, 331-342.<br />
Corriveau, K. H. & <strong>Harris</strong>, P.L. (2009). Preschoolers continue to trust a more accurate informant<br />
1 week after exposure to accuracy information. Developmental Science, 12, 188-193.<br />
De Rosnay, M. & <strong>Harris</strong>, P.L. & Pons, F. (2009). Emotion understanding and developmental<br />
psychopathology in young chidren. In C. Sharp, P. Fonagy & I Goodyer (Eds.) Social<br />
Cognition and Developmental Psychopathology. Oxford: Oxford University Press, pp<br />
443-386.<br />
Koenig, M. & <strong>Harris</strong>, P.L. (2008). The basis <strong>of</strong> epistemic trust: Reliable testimony or reliable<br />
sources? Episteme, 264-284.<br />
<strong>Harris</strong>, P.L. (2008). Children’s understanding emotion. In M. Lewis & J. Haviland-Jones & L.<br />
Feldman Barrett (Eds.), The handbook <strong>of</strong> emotions. 3 rd edition (pp. 320-331). New York:<br />
Guilford Press.<br />
<strong>Harris</strong>, P.L. & Richert, R. (2008). William James, the world <strong>of</strong> sense and trust in testimony.<br />
Mind and Language, 23, 536-551.<br />
Meints, K., Plunkett, K. & <strong>Harris</strong>, P.L. (2008). Eating apples and houseplants: Typicality<br />
constraints on early verb learning. Language and Cognitive Processes, 23, 434-463.<br />
Fusaro, M. & <strong>Harris</strong>, P.L. (2008). Children assess informant reliability using bystanders’ nonverbal<br />
Cues. Developmental Science, 11, 781-787.<br />
Richert, R. & <strong>Harris</strong>, P.L. (2008). Dualism revisited: Body vs. Mind vs. Soul. Journal <strong>of</strong><br />
Cognition and Culture, 8, 99-115.<br />
<strong>Harris</strong>, P.L., Abarbanell, L., Pasquini, E.S. & Duke, S. (2008). Imagination and testimony in the<br />
child’s construction <strong>of</strong> reality. Intellectica, 46-47, 69-84.<br />
Astuti, R. & <strong>Harris</strong>, P.L. (2008). Understanding mortality and the life <strong>of</strong> the ancestors in<br />
Madagascar. Cognitive Science, 32, 713-740.<br />
Pasquini, E.S., Corriveau, K., Koenig, M., & <strong>Harris</strong>, P.L. (2007). Preschoolers monitor the<br />
relative accuracy <strong>of</strong> informants. Developmental Psychology, 43, 1216-1226.
9<br />
<strong>Harris</strong>, P.L. (2007). Time for questions. Monographs <strong>of</strong> the Society for Research in Child<br />
Development, 72, 113-120.<br />
<strong>Harris</strong>, P.L. & Koenig, M. (2007). Imagination and testimony in cognitive development: The<br />
cautious disciple. In I. Roth (Ed.). Imaginative Minds. Oxford: Oxford University Press.<br />
<strong>Harris</strong>, P.L. (2007). Trust. Developmental Science, 10, 135-138.<br />
<strong>Harris</strong>, P.L. (2007). Hard work for the imagination. In A. Gönçü & S. Gaskins (Eds.). Play and<br />
Development: Evolutionary, Sociocultural and Functional Perspectives. Mahwah, N.J.:<br />
Lawrence Erlbaum Associates.<br />
Pons, F., de Rosnay, M. Doudin, P-A., <strong>Harris</strong>, P.L. & De Stasio, S. (2007). Comprensione sociale<br />
ed emotiva nei bambini. In M. Pinelli & C. Trubini (Eds.). Metcognizione, Emozioni e<br />
Teoria della Mente. Parma, Italy: Uni.Nova.<br />
<strong>Harris</strong>, P. L. & Astuti, R. (2006). Learning that there is life after death. Behavioral and Brain<br />
Sciences, 29, 475-476.<br />
Richert, R. A., & <strong>Harris</strong>, P. L. (2006). The ghost in my body: Children’s developing concept <strong>of</strong><br />
the soul. Journal <strong>of</strong> Cognition and Culture, 6, 409-427.<br />
<strong>Harris</strong>, P. L. & Duke, S. (2006). Understanding the flow <strong>of</strong> thoughts and feelings. In M.<br />
Schleifer, C. Martiny (Eds.). Talking to children about responsibility and control <strong>of</strong><br />
emotions. Calgary, AB, Canada: Detselig Enterprises, pp. 95-117.<br />
<strong>Harris</strong>, P.L. (2006). Social cognition. In W. Damon, R. Lerner, D. Kuhn & R. Siegler (Eds.).<br />
Handbook <strong>of</strong> Child Psychology, Volume 2: Cognition, Perception and Language, 6 th<br />
edition, pp. 811-858. New York: John Wiley.<br />
<strong>Harris</strong>, P.L. (2006). Commentary: Use your words. British Journal <strong>of</strong> Developmental<br />
Psychology, 24, 253-261.<br />
<strong>Harris</strong>, P.L. & Koenig, M. (2006). Trust in testimony: How children learn about science and<br />
religion. Child Development, 77, 505-524.<br />
Pons, F., Doudin, P.-A., <strong>Harris</strong>, P.L., & de Rosnay, M. (2006). Helping children to improve their<br />
emotion comprehension. In F. Pons, D. Hancock, L. Lafortune & P.-A. Doudin (Eds.),<br />
Emotions in learning. Aalborg: Aalborg University Press.<br />
<strong>Harris</strong>, P.L., Pasquini, E.S., Duke, S., Asscher, J.J. & Pons, F. (2006). Germs and angels: The<br />
role <strong>of</strong> testimony in young children’s ontology. Developmental Science, 9, 76-96.
10<br />
Pons, F. de Rosnay, M., Doudin, P-A, <strong>Harris</strong>, P.L. & Cuisinier, F. (2006). Emotion<br />
understanding as a reflective emotional competence: Between experiences and symbols.<br />
In F. Pons, M-F. Daniel, L. Lafortune, P-A. Doudin & O. Albanese (2006). Toward<br />
Emotional Competences. Aalborg: Aalborg University Press.<br />
Pons, F., <strong>Harris</strong>, P.L. & de Rosnay, M. (2006). Betydningen af barnets sprog og familiens<br />
samtaleaktiviteter for barnets Theory <strong>of</strong> Mind. In C. Jantzen & T. Thellefsen (Eds.) .<br />
Videnskabelig BegrebsdannelseU. Aalborg: Aalborg University Press.<br />
<strong>Harris</strong>, P.L. (2006). It’s probably good to talk. Merrill-Palmer Quarterly, 52, 158-164.<br />
Koenig, M. & <strong>Harris</strong>, P.L. (2005). The role <strong>of</strong> social cognition in early trust. Trends in Cognitive<br />
Sciences, 9, 457-459.<br />
Pons, F. & <strong>Harris</strong>, P.L. (2005). Longitudinal change and longitudinal stability <strong>of</strong> individual<br />
differences in children's emotion understanding. Cognition and Emotion, 19, 1158-1174.<br />
Houston-Price, C., Plunkett, K. & <strong>Harris</strong>, P.L. (2005). ‘Word learning wizardry’ at 1;6. Journal<br />
<strong>of</strong> Child Language, 32, 175-189<br />
Koenig, M. & <strong>Harris</strong>, P.L. (2005). Preschoolers mistrust ignorant and inaccurate speakers. Child<br />
Development, 76, 1261-1277.<br />
Giménez-Dasí, M, Guerrero, S. & <strong>Harris</strong>, P.L. (2005). Intimations <strong>of</strong> immortality and<br />
omniscience in early childhood. European Journal <strong>of</strong> Developmental Psychology, 2, 285-<br />
297.<br />
Corriveau, K., Pasquini, E.S., & <strong>Harris</strong>, P.L. (2005). “If it’s in your mind, it’s in your<br />
knowledge”: Children’s developing anatomy <strong>of</strong> identity. Cognitive Development, 20,<br />
321-340.<br />
Dias, M., Roazzi, A. & <strong>Harris</strong>, P.L. (2005). Reasoning from unfamiliar premises: A study with<br />
unschooled adults. Psychological Science, 16, 550-554.<br />
Dias, M.G., Roazzi, A., O’Brien, P. & <strong>Harris</strong>, P.L. (2005). Logical reasoning and fantasy<br />
contexts: Eliminating differences between children with and without experience in<br />
school. Interamerican Journal <strong>of</strong> Psychology, 39, 13-22.<br />
<strong>Harris</strong>, P.L. & Giménez, M. (2005). Children’s acceptance <strong>of</strong> conflicting testimony: The case <strong>of</strong><br />
death. Journal <strong>of</strong> Cognition and Culture, 5, 143-164.<br />
<strong>Harris</strong>, P.L., de Rosnay, M. & Pons, F. (2005). Language and children’s understanding <strong>of</strong> mental<br />
states. Current Directions in Psychological Science, 14, 69-73.
11<br />
Pons, F., Doudin, P.-A., <strong>Harris</strong>, P.L., & de Rosnay (2005). La compréhension des émotions<br />
(Understanding emotions). In L. Lafortune, M.-F. Daniel, P.-A. Doudin, F. Pons & O.<br />
Albanese (Eds.), Pédagogie et psychologie des émotions, pp. 183-206. Sainte-Foy:<br />
Presses de l’Université du Québec.<br />
<strong>Harris</strong>, P.L. & Want, S. (2005). On learning what not to do: The emergence <strong>of</strong> selective imitation<br />
in tool use by young children. In S. Hurley & N. Chater (Eds.) Perspectives on Imitation:<br />
From Cognitive Neuroscience to Social Science, Volume 2, pp. 149-162. Cambridge,<br />
MA: MIT Press.<br />
<strong>Harris</strong>, P.L. (2005). Grasping action. In S. Hurley & N. Chater (Eds.) Perspectives on Imitation:<br />
From Cognitive Neuroscience to Social Science, Volume 2, pp 173-178. Cambridge,<br />
MA: MIT Press.<br />
<strong>Harris</strong>, P.L. (2005). Conversation, pretence, and theory <strong>of</strong> mind. In J.W. Astington and J. Baird<br />
(Eds.). Why language matters for theory <strong>of</strong> mind. New York: Oxford University Press.<br />
Pons, F., <strong>Harris</strong>, P.L. & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years:<br />
Developmental periods and hierarchical organization. European Journal <strong>of</strong><br />
Developmental Psychology, 1, 127-152.<br />
Meints, K., Plunkett, K., <strong>Harris</strong>, P.L. & Dimmock, D. (2004). The cow on the high street: effects<br />
<strong>of</strong> background context on early naming. Cognitive Development, 19, 275-290.<br />
Koenig, M., Clément, F. & <strong>Harris</strong>, P.L. (2004). Trust in Testimony: Children's use <strong>of</strong> true and<br />
false statements. Psychological Science, 10, 694-698.<br />
Clément, F., Koenig, M., & <strong>Harris</strong>, P.L. (2004). The ontogenesis <strong>of</strong> trust in testimony. Mind and<br />
Language, 19, 360-379.<br />
Tenenbaum, H. R., Visscher,P., Pons,F. & <strong>Harris</strong>, P.L. (2004). Emotional understanding in<br />
Quechua children from an agro-pastoralist village. International Journal <strong>of</strong> Behavioural<br />
Development, 28, 471-478.<br />
De Rosnay, M., Pons, F., <strong>Harris</strong>, P.L., & Morrell, J.M.B. (2004). A lag between understanding<br />
false belief and emotion attribution in young children: relationships with linguistic ability<br />
and mothers’ mental state language. British Journal <strong>of</strong> Developmental Psychology, 22,<br />
197-218.<br />
Pons, F., Doudin, P.-A., Martin, D., Lafortune, L., & <strong>Harris</strong>, P.L. (2004). Psychogenèse de la<br />
conscience et pensée réflexive. In R. Pallascio, M.-F. Daniel & L. Lafortune (Eds.),<br />
Pensée et réflexivité, pp. 13-36. Sainte-Foy: Presses de l'Université du Québec.
12<br />
Pons, F., Doudin, P.-A., & <strong>Harris</strong>, P.L. (2004). La compréhension des émotions: développement,<br />
différences individuelles, causes et interventions (Understanding emotion: development,<br />
individual differences, causes and interventions). In L. Lafortune, P.-A. Doudin, F. Pons<br />
& D. R. Hancock (Eds.), Les émotions à l’école (pp. 6-31). Sainte-Foy: Presses de<br />
l’Université du Québec.<br />
<strong>Harris</strong>, P.L. (2004). Pretending to be someone else. In L.A. Leavitt & D.M.B. Hall (Eds.), Social<br />
and moral development: Emerging evidence on the toddler years, pp. 185-199. Johnson<br />
& Johnson Pediatric Institute.<br />
Pons, F., Lawson, J. <strong>Harris</strong>, P.L. & de Rosnay, M. (2003). Individual differences in children’s<br />
emotion understanding: Effects <strong>of</strong> age and language. Scandinavian Journal <strong>of</strong><br />
Psychology, 44, 347-353.<br />
<strong>Harris</strong>, P.L. (2003). Les dieux, les ancêtres et les enfants (Gods, ancestors and children). Terrain,<br />
40, 81-98.<br />
<strong>Harris</strong>, P.L. & Pons, F. (2003). Perspectives actuelles sur le développement de la compréhension<br />
des émotions chez l’enfant. (Contemporary perspectives on the development <strong>of</strong> children’s<br />
understanding <strong>of</strong> emotion). In J-M Colletta & A. Tcherkass<strong>of</strong> (Eds.) Les émotions:<br />
Cognition, Langage et développement, pp. 209-228. Sprimont: Pierre Mardaga.<br />
Pons, F., <strong>Harris</strong>, P.L., & Doudin, P-A. (2002). Teaching emotion understanding. European<br />
Journal <strong>of</strong> Psychology <strong>of</strong> Education, 17, 293-304.<br />
Pons, F., Doudin, P.-A., <strong>Harris</strong>, P.L., & de Rosnay, M. (2002). Métaémotion et intégration<br />
scolaire. In L. Lafortune & P. Mongeau (Eds.), L'affectivité dans l'apprentissage (pp. 7-<br />
28). Sainte-Foy: Presses de l'Université du Québec.<br />
<strong>Harris</strong>, P.L. (2002). Checking our sources: the origins <strong>of</strong> trust in testimony. Studies in the History<br />
and Philosophy <strong>of</strong> Science, 33, 315-333.<br />
<strong>Harris</strong>, P.L. (2002). Penser à ce qui aurait pu se produire. (Thinking about what could have<br />
happened). Enfance, 54, 223-239.<br />
<strong>Harris</strong>, P.L. (2002). What do children learn from testimony? In P. Carruthers, S. P. Stich & M.<br />
Siegal (Eds.). The cognitive basis <strong>of</strong> science, (pp. 316-334). Cambridge: Cambridge<br />
University Press.<br />
Giménez, M. & <strong>Harris</strong>, P.L. (2002). Understanding constraints on inheritance: Evidence for<br />
biological thinking in early childhood. British Journal <strong>of</strong> Developmental Psychology, 20,
13<br />
307-324.<br />
De Rosnay, M. & <strong>Harris</strong>, P.L. (2002). Individual differences in children’s understanding <strong>of</strong><br />
emotion: The role <strong>of</strong> attachment. Attachment and Human Development, 4, 39-54.<br />
<strong>Harris</strong>, P.L. (2002). Delving into Uncle Albert’s cabinet: further thoughts on the pretence-relaity<br />
distinction. Developmental Science, 419-421.<br />
Want, S.C. & <strong>Harris</strong>, P.L. (2002). Compounding some problems and dissolving others.<br />
Developmental Science, 5, 39-41.<br />
Want, S.C. & <strong>Harris</strong>, P.L. (2002). How do children ape? Applying concepts from the study <strong>of</strong><br />
non-human primates to the developmental study <strong>of</strong> ‘imitation’ in children.<br />
Developmental Science, 5, 1-13.<br />
Meints, K, Plunkett, K., <strong>Harris</strong>, P.L. & Dimmock, D. (2002). What is ‘on’ and ‘under’ for 15-,<br />
18- and 24-month-olds? Typicality effects in early comprehension <strong>of</strong> spatial prepositions.<br />
British Journal <strong>of</strong> Developmental Psychology, 20, 113-130.<br />
<strong>Harris</strong>, P.L., Núñez, M. & Brett, C. (2001). Let’s swap: Early understanding <strong>of</strong> social exchange<br />
by British and Nepali children. Memory and Cognition, 29, 757-764.<br />
Pons, F. & <strong>Harris</strong>, P.L. (2001). Piaget’s conception <strong>of</strong> the development <strong>of</strong> consciousness: An<br />
examination <strong>of</strong> two hypotheses. Human Development, 44, 220-227.<br />
<strong>Harris</strong>, P.L. (2001). Thinking about the unknown. Trends in Cognitive Sciences, 5, 494-498.<br />
<strong>Harris</strong>, P.L. (2001). The veridicality assumption. Mind and Language, 16, 247-262.<br />
Figueras-Costa, B. & <strong>Harris</strong>, P.L. (2001). Theory <strong>of</strong> mind in deaf children: A non-verbal test <strong>of</strong><br />
false belief understanding. Journal <strong>of</strong> Deaf Studies and Deaf Education, 6:2, 92-102.<br />
Want, S. C. & <strong>Harris</strong>, P.L. (2001). Learning from other people’s mistakes: Causal understanding<br />
in learning to use a tool. Child Development, 72, 431-443.<br />
Pons, F., <strong>Harris</strong>, P.L. & de Rosnay, M. (2000). La compréhension des émotions chez l’enfant.<br />
Psychoscope, 9, 30-32.<br />
Leevers, H. & <strong>Harris</strong>, P.L. (2000). Counterfactual syllogistic reasoning in normal 4-year-olds,<br />
children with learning disabilities, and children with autism. Journal <strong>of</strong> Experimental<br />
Child Psychology, 76, 64-87.<br />
<strong>Harris</strong>, P. L. (2000). On not falling down to earth: Children’s metaphysical questions. In R.
14<br />
Rosengren, C. Johnson & P.L. <strong>Harris</strong> (Eds.). Imagining the impossible: Magical,<br />
scientific, and religious thinking in children. New York: Cambridge University Press.<br />
<strong>Harris</strong>, P.L. (2000). Understanding emotion. In M. Lewis & J. Haviland-Jones (Eds.). Handbook<br />
<strong>of</strong> emotions (2 nd edition). New York: Guildford Press.<br />
Rall, J. & <strong>Harris</strong>, P.L. (2000). In Cinderella’s slippers? Story comprehension from the<br />
protagonist’s point-<strong>of</strong>-view. Developmental Psychology, 36, 202-208.<br />
<strong>Harris</strong>, P.L. & Leevers, H. (2000). Pretending, imagery and self-awareness in autism. In S.<br />
Baron-Cohen, H. Tager-Flusberg & D. Cohen (Eds.). Understanding other minds:<br />
Perspectives from autism and cognitive neuroscience (2 nd edition), pp.182-202. Oxford:<br />
Oxford University Press.<br />
<strong>Harris</strong>, P.L. (1999). Individual differences in understanding emotion: the role <strong>of</strong> attachment<br />
status and psychological discourse. Attachment and Human Development, 1, 307-324.<br />
<strong>Harris</strong>, P.L., & Leevers, H.J. (2000). Reasoning from false premises. In P. Mitchell & K. Riggs<br />
(Eds.), Children’s reasoning and the mind (pp. 67-86). Hove, U.K.: Psychology Press.<br />
Kavanaugh, R.D. & <strong>Harris</strong>, P.L. (1999). Pretense and counterfactual thought in young children.<br />
In L. Balter & C.S. Tamis-LeMonda (Eds.), Child psychology: A handbook <strong>of</strong><br />
contemporary issues (pp. 158-176). Philadelphia: Psychology Press.<br />
<strong>Harris</strong>, P.L. (1999). Acquiring the art <strong>of</strong> conversation: Children’s developing conception <strong>of</strong> their<br />
conversation partner. In M. Bennett (Ed.) Developmental Psychology: Achievements and<br />
prospects. London: Psychology Press.<br />
Mareschal, D., <strong>Harris</strong>, P.L. & Plunkett, K. (1999). A computational and neuropsychological<br />
account <strong>of</strong> object-oriented behaviours in infancy. Developmental Science, 2, 306-317.<br />
Meints, K., Plunkett, K. & <strong>Harris</strong>, P.L. (1999). When does an ostrich become a bird? The role <strong>of</strong><br />
typicality in early word comprehension. Developmental Psychology, 35, 1072-1078.<br />
Leevers, H. & <strong>Harris</strong>, P.L. (1999). Persisting effects <strong>of</strong> instruction on young children’s syllogistic<br />
reasoning. Thinking and Reasoning, 5, 145-173.<br />
Meerum Terwogt, M., Rieffe, C. Tuijn, A.H., <strong>Harris</strong>, P.L. & Mant, I. (1999). Children’s<br />
spontaneous correction <strong>of</strong> false beliefs in a conversation partner. International Journal <strong>of</strong><br />
Behavioural Development, 23, 113-124.<br />
Polak, A. & <strong>Harris</strong>, P.L. (1999). Deception by young children following noncompliance.<br />
Developmental Psychology, 35, 561-568.
15<br />
Schafer, G., Plunkett, K. & <strong>Harris</strong>, P.L. (1999). What’s in a name? Lexical knowledge drives<br />
infants’ visual preferences in the absence <strong>of</strong> referential input. Developmental Science, 2,<br />
187-194.<br />
<strong>Harris</strong>, P.L. (1998). Fictional absorption: emotional responses to make-believe. In S. Bråten (Ed.)<br />
Intersubjective communication and emotion in early ontogeny, pp. 336-353. Cambridge:<br />
Cambridge University Press.<br />
<strong>Harris</strong>, P.L. (1998). Mimesis, imagination and role-play. In C. Renfrew and C. Scarre (Eds.)<br />
Cognition and material culture: The archaeology <strong>of</strong> symbolic storage Cambridge:<br />
McDonald Institute for Archaeological Research.<br />
Núñez, M. & <strong>Harris</strong>, P.L. (1998). Psychological and deontic concepts: Separate domains or<br />
intimate connection? Mind and Language, 13, 153-170.<br />
<strong>Harris</strong>, P.L. (1998). Feeling happy, feeling sad: How young children talk about and hide emotion.<br />
Karger Gazette, No. 62, 1-3<br />
Leevers, H. & <strong>Harris</strong>, P.L. (1998). Drawing impossible entities: A measure <strong>of</strong> the imagination in<br />
children with autism, children with learning difficulties, and normal four-year-old<br />
children. Journal <strong>of</strong> Child Psychology and Psychiatry, 39, 399-410.<br />
Mareschal, D., <strong>Harris</strong>, P.L. & Plunkett, K. (1997). Effects <strong>of</strong> linear and angular velocity on 2-, 4-<br />
and 6-month-olds’ visual pursuit behaviors. Infant Behavior and Development, 21, 435-<br />
448.<br />
<strong>Harris</strong>, P.L. (1997). The last <strong>of</strong> the magicians? Children, scientists and the invocation <strong>of</strong> hidden<br />
causal powers. Child Development, 68, 1018-1020.<br />
<strong>Harris</strong>, P.L. & Jones, P.H.D. (1997). Commentary on “Talking about feelings” (Aldridge &<br />
Wood, 1997). Child Abuse and Neglect, 21, 1217-1220.<br />
<strong>Harris</strong>, P.L. (1997). A bridge too far: Rationalism and the child’s theory <strong>of</strong> mind. Polish<br />
Quarterly <strong>of</strong> Developmental Psychology, 3, 231-233.<br />
<strong>Harris</strong>, P.L. (1997). On realizing what might have happened instead. Polish Quarterly <strong>of</strong><br />
Developmental Psychology, 3, 161-176.<br />
Kavanaugh, R.D., Eizenman, E.R., & <strong>Harris</strong>, P.L. (1997). Children’s understanding <strong>of</strong> pretense<br />
expressions <strong>of</strong> independent agency. Developmental Psychology, 33, 764-770.
16<br />
<strong>Harris</strong>, P.L. (1997). Between strange situations and false beliefs: Working models and theories <strong>of</strong><br />
mind. In W. Koops, J.B. Hoeksma & D.C. van den Boom (Eds.) Development <strong>of</strong><br />
interaction and attachment: traditional and non-traditional approaches. North Holland:<br />
Amsterdam.<br />
<strong>Harris</strong>, P.L. & Núñez, M. (1997). Children's understanding <strong>of</strong> permission and obligation. In L.<br />
Smith, J. Dockrell & P. Tomlinson (Eds.) Piaget, Vygotsky and beyond. London:<br />
Routledge.<br />
<strong>Harris</strong>, P.L., Kavanaugh, R.D. & Dowson, L. (1997). The depiction <strong>of</strong> imaginary<br />
transformations: Early comprehension <strong>of</strong> a symbolic function. Cognitive Development,<br />
12, 1-19.<br />
<strong>Harris</strong>, P.L. (1997). Piaget in Paris: From ‘Autism’ to logic. Human Development, 40, 109-123.<br />
<strong>Harris</strong>, P.L., German, T. & Mills, P. (1996). Children’s use <strong>of</strong> counterfactual thinking in causal<br />
reasoning. Cognition, 61, 233-259.<br />
<strong>Harris</strong>, P.L. & Núñez, M. (1996). Children’s understanding <strong>of</strong> permission rules. Child<br />
Development, 67, 1572-1591.<br />
<strong>Harris</strong>, P.L. (1996). Desires, beliefs and language. In P. Carruthers & P.K. Smith (Eds.), Theories<br />
<strong>of</strong> theories <strong>of</strong> mind. (pp. 200-220). Cambridge: Cambridge University Press.<br />
Mareschal, D., Plunkett, K., & <strong>Harris</strong>, P.L. (1995). Developing object permanence: A<br />
connectionist model. In J.D. Moore & J.F. Lehman (Eds.). Proceedings <strong>of</strong> the<br />
Seventeenth Annual Conference <strong>of</strong> the Cognitive Science Society. (pp. 170-175).<br />
Mahwah, N.J.: Lawrence Erlbaum Associates.<br />
<strong>Harris</strong>, P.L. (1995). Commentary. Human Development , 38, 235-238.<br />
<strong>Harris</strong>, P.L. (1995). Imagining and pretending. In M. Davies & T. Stone (Eds.), Mental<br />
Simulation. (pp. 170-184). Oxford: Blackwell.<br />
<strong>Harris</strong>, P.L. (1995). Children's awareness and lack <strong>of</strong> awareness <strong>of</strong> emotion. In D. Cicchetti &<br />
S.L. Toth (Eds.), Rochester symposium on developmental psychopathology. Volume VI:<br />
Emotion, cognition, representation. (pp. 35-57). Rochester, NY: University <strong>of</strong> Rochester<br />
Press.<br />
Wellman, H.M., <strong>Harris</strong>, P.L., Banerjee, M. & Sinclair, A. (1995). Early understanding <strong>of</strong><br />
emotion: Evidence from natural language. Cognition and Emotion, 9, 117-149.<br />
<strong>Harris</strong>, P.L. (1995). The rise <strong>of</strong> introspection. Society for Research in Child Development
17<br />
Monographs, 60, Serial No. 243, 97-103.<br />
Lake, N., Lane, S. & <strong>Harris</strong>, P.L. (1995). The expectation <strong>of</strong> guilt and resistance to temptation.<br />
Early Development and Parenting, 4, 63-75.<br />
<strong>Harris</strong>, P.L. (1995). Developmental constraints on emotion categories. In J. Russell (Ed.)<br />
Everyday conceptions <strong>of</strong> emotion. (pp. 353-372). Dordrecht, Holland: Kluwer.<br />
<strong>Harris</strong>, P.L. (1995). The child's concept <strong>of</strong> emotion: An introduction. In J. Russell (Ed.) Everyday<br />
conceptions <strong>of</strong> emotions. (pp. 283-287). Dordrecht, Holland: Kluwer.<br />
Izard, C.E. & <strong>Harris</strong>, P.L. (1995). Emotional development and developmental psychopathology.<br />
In D. Cicchetti & D.J. Cohen (Eds.), Developmental Psychopathology, Volume 1.<br />
(pp.467-503). New York: Wiley.<br />
Kavanaugh, R.D. & <strong>Harris</strong>, P.L. (1994). Imagining the outcome <strong>of</strong> pretend transformations:<br />
Assessing the competence <strong>of</strong> normal and autistic children. Developmental Psychology,<br />
30, 847-854.<br />
<strong>Harris</strong>, P.L., Kavanaugh, R.D., & Meredith, M.C. (1994). Young children's comprehension <strong>of</strong><br />
pretend episodes: The integration <strong>of</strong> successive actions. Child Development, 65, 16-30.<br />
Johnson, C.N. & <strong>Harris</strong>, P.L. (1994). Magic: Special but not excluded. British Journal <strong>of</strong><br />
Developmental Psychology, 12, 35-51.<br />
<strong>Harris</strong>, P.L. (1994). Unexpected, impossible and magical events: children's reactions to causal<br />
violations. British Journal <strong>of</strong> Developmental Psychology, 12, 1-7.<br />
<strong>Harris</strong>, P.L. (1994). Understanding pretence. In C. Lewis & P. Mitchell, (Eds.), The origins <strong>of</strong> an<br />
understanding <strong>of</strong> mind. Brighton, Sussex: Lawrence Erlbaum Associates.<br />
<strong>Harris</strong>, P.L., Lillard, A., & Perner, J. (1994). Triangulating pretence. In C. Lewis & P. Mitchell,<br />
(Eds.), The origins <strong>of</strong> an understanding <strong>of</strong> mind. Brighton, Sussex: Lawrence Erlbaum<br />
Associates.<br />
<strong>Harris</strong>, P.L. (1994). Thinking by children and scientists: False analogies and neglected<br />
similarities. In L.A. Hirschfeld & S.A. Gelman (Eds.), Mapping the mind: Domain<br />
specificity in cognition and culture. (pp. 294-315). New York: Cambridge University<br />
Press.<br />
Jarrold, C., Smith, P., Boucher, J., <strong>Harris</strong>, P.L. (1994). Comprehension <strong>of</strong> pretense in children<br />
with autism. Journal <strong>of</strong> Autism & Developmental Disorders, 24, 433-455.
18<br />
<strong>Harris</strong>, P.L. (1994). The child's understanding <strong>of</strong> emotion: Developmental change and the family<br />
environment. Journal <strong>of</strong> Child Psychology and Psychiatry, 35, 3-28.<br />
<strong>Harris</strong>, P.L. (1993). Thinking about what is not the case. International Journal <strong>of</strong> Psychology, 28,<br />
693-707.<br />
Walker-Andrews, A.S. & <strong>Harris</strong>, P.L. (1993). Young children's comprehension <strong>of</strong> pretend causal<br />
sequences. Developmental Psychology, 29, 915-921.<br />
Meerum Terwogt, M. & <strong>Harris</strong>, P.L. (1993). Understanding <strong>of</strong> emotion. In M. Bennett (Ed.), The<br />
child as psychologist. (pp. 62-86). Hemel Hemsptead, U.K.:Harvester Wheatsheaf.<br />
<strong>Harris</strong>, P.L. (1993) Pretending and planning. In S. Baron-Cohen, H. Tager-Flusberg, and D.<br />
Cohen (Eds.), Understanding other minds; perspectives from autism. (pp. 228-246).<br />
Oxford University Press.<br />
<strong>Harris</strong>, P.L. (1993). First-person current: commentary on Gopnik and Goldman. Behavioral and<br />
Brain Sciences, 16.<br />
<strong>Harris</strong>, P.L. & Kavanaugh, R.D. (1993). Young children's understanding <strong>of</strong> pretense. Society for<br />
Research in Child Development Monographs. (Serial No. 231).<br />
<strong>Harris</strong>, P.L. (1993). Understanding emotion. in M. Lewis & J. Haviland (Eds.), The handbook <strong>of</strong><br />
emotions. (pp. 237-246). New York: Guilford Press.<br />
Peng, M., Johnson, C., Pollock, J., Glasspool, R. & <strong>Harris</strong>, P.L. (1992). Training young children<br />
to acknowledge mixed emotions. Development and Psychopathology, 6, 387-401.<br />
<strong>Harris</strong>, P.L. (1992). From simulation to folk psychology: The case for development. Mind and<br />
Language, 7, 120-144.<br />
<strong>Harris</strong>, P.L., Brown, E., Marriott, C. Whittall, S., & Harmer, S. (1991). Monsters, ghosts and<br />
witches: testing the limits <strong>of</strong> the fantasy-reality distinction. British Journal <strong>of</strong><br />
Developmental Psychology, 9, 105-123.<br />
Avis, J. & <strong>Harris</strong>, P.L. (1991). Belief-desire reasoning among Baka children: Evidence for a<br />
universal conception <strong>of</strong> mind. Child Development, 62, 460-467.<br />
<strong>Harris</strong>, P.L. (1991). Commentary on "A life-span approach to object permanence." Human<br />
Development, 34, 138-142.<br />
<strong>Harris</strong>, P.L. (1991). Uneasy union and neglected children: Cultural Psychology and its prospects.<br />
Current Anthropology, 32, 82-89.
19<br />
Reissland, N. & <strong>Harris</strong>, P.L. (1991). Children's use <strong>of</strong> display rules in pride-eliciting situations.<br />
British Journal <strong>of</strong> Developmental Psychology, 9, 431-435.<br />
Sodian, B. Taylor, C., <strong>Harris</strong>, P.L., & Perner, J. (1991). Early deception and the child's theory <strong>of</strong><br />
mind: False trails and genuine markers. Child Development, 62, 468-483.<br />
Tan, J. & <strong>Harris</strong>, P.L. (1991). Autistic children understand seeing and wanting. Development and<br />
Psychopathology, 3, 163-174.<br />
<strong>Harris</strong>, P.L. (1991). The work <strong>of</strong> the imagination. In A. Whiten (Ed.) Natural theories <strong>of</strong> mind.<br />
Oxford: Blackwell.<br />
Dias, M. & <strong>Harris</strong>, P.L. (1990). The influence <strong>of</strong> the imagination on reasoning by young children.<br />
British Journal <strong>of</strong> Developmental Psychology, 8, 305-318.<br />
<strong>Harris</strong>, P.L. (1990). Het kind as "mentalist". Opvattingen over het emotionele proces bij jonge<br />
kinderen. In J. de Wit, N.W. Slot, H.M.P. van Leeuwen en M. Meerum Terwogt (Eds.),<br />
Paedologie in de jaren negentig. Amersfoort, Holland: Acco.<br />
<strong>Harris</strong>, P.L. (1990). The nature <strong>of</strong> everyday science: A commentary. British Journal <strong>of</strong><br />
Developmental Psychology, 8, 299-303.<br />
<strong>Harris</strong>, P.L. (1990). The child's theory <strong>of</strong> mind and its cultural context. In G. E. Butterworth and<br />
P.E. Bryant (Eds.), The causes <strong>of</strong> development. London: Harvester Wheatsheaf.<br />
<strong>Harris</strong>, P.L. (1989). Developmental change in children's understanding <strong>of</strong> mixed and masked<br />
emotions. In A. de Ribaupierre (Ed.), Transition mechanisms in child development, pp.<br />
191-213. Cambridge: Cambridge University Press.<br />
<strong>Harris</strong>, P.L. (1989). The autistic child's impaired conception <strong>of</strong> mental states. Development and<br />
Psychopathology, 1, 191-195.<br />
<strong>Harris</strong>, P.L., Johnson, C.N., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children's<br />
theory <strong>of</strong> mind and emotion. Cognition and Emotion, 3, 379-400.<br />
Dias, M.G. & <strong>Harris</strong>, P.L. (1989). O raciocinio das criancas em um contexto de faz-de-conta.<br />
Arquivos Brasileiros de Psicologia, 41, 102-113.<br />
<strong>Harris</strong>, P.L. (1989). Object permanence in infancy. In A Slater and G. Bremner (Eds.), Infant<br />
development. Hillsdale, U.S.A.: Lawrence Erlbaum Associates.
20<br />
<strong>Harris</strong>, P.L. & Saarni, C. (1989). Children’s understanding <strong>of</strong> emotion: an introduction. In C.<br />
Saarni & P.L. <strong>Harris</strong> (Eds.). Children's understanding <strong>of</strong> emotion. New York: Cambridge<br />
University Press.<br />
<strong>Harris</strong>, P.L. & Lipian, M. (1989). Understanding emotion and experiencing emotion. In C. Saarni<br />
& P.L. <strong>Harris</strong> (Eds.). Children's understanding <strong>of</strong> emotion. New York: Cambridge<br />
University Press.<br />
Dias, M.G. & <strong>Harris</strong> P.L. (1989). O efeito da brincadeira de "faz-de-conta" no raciocinio<br />
dedutivo. Arquivos Brasileiros de Psicologia, 41, No. 2, 95-105.<br />
<strong>Harris</strong>, P.L. & Gross, D. (1988). Children's understanding <strong>of</strong> real and apparent emotion. In J. W.<br />
Astington, P.L. <strong>Harris</strong> & D.R. Olson (Eds.). Developing theories <strong>of</strong> mind. New York:<br />
Cambridge University Press.<br />
Dias, M.G. & <strong>Harris</strong>, P.L. (1988). The effect <strong>of</strong> make-believe on deductive reasoning. British<br />
Journal <strong>of</strong> Developmental Psychology, 6, 207-221.<br />
Gross, D. & <strong>Harris</strong>, P.L. (1988). False beliefs about emotion. International Journal <strong>of</strong> Behavioral<br />
Development. 11, 475-488.<br />
Gardner, D., <strong>Harris</strong>, P.L., Ohmoto, M. & Hamazaki, T. (1988). Understanding <strong>of</strong> the distinction<br />
between real and apparent emotion by Japanese children. International Journal <strong>of</strong><br />
Behavioral Development, 11, 203-218.<br />
Olson, D.R., Astington, J.W. & <strong>Harris</strong>, P.L. (1988). Developing theories <strong>of</strong> mind: Introduction.<br />
In J.W. Astington, P.L. <strong>Harris</strong> & D.R. Olson (Eds.) Developing theories <strong>of</strong> mind. New<br />
York: Cambridge University Press.<br />
Waller, G. & <strong>Harris</strong>, P.L. (1988) Who's going where? Children's route descriptions for peers and<br />
younger children. British Journal <strong>of</strong> Developmental Psychology, 6, 137-143.<br />
<strong>Harris</strong>, P.L. (1987). The development <strong>of</strong> search. In P. Salapatek & L.B. Cohen (Eds.) Handbook<br />
<strong>of</strong> infant perception. Vol.2, Academic Press, New York.<br />
<strong>Harris</strong>, P.L., Olth<strong>of</strong>, T., Meerum Terwogt, M. & Hardman, C.E. (1987). Children's knowledge <strong>of</strong><br />
the situations that provoke emotion. International Journal <strong>of</strong> Behavioral Development, 10,<br />
319-343.<br />
<strong>Harris</strong>, P.L. (1987). Bringing order to the A-not-B error. Monographs <strong>of</strong> the Society for Research<br />
in Child Development, 51, (214), 52-61.<br />
Meerum Terwogt, M., Schene, J., & <strong>Harris</strong>, P.L. (1986). Self-control <strong>of</strong> emotional reactions by
21<br />
young children. Journal <strong>of</strong> Child Psychology and Psychiatry, 27, 357-366.<br />
<strong>Harris</strong>, P.L., Donnelly, K., Guz, G.R. & Pitt-Watson, R. (1986). Children's understanding <strong>of</strong> the<br />
distinction between real and apparent emotion. Child Development. 57, 895-909.<br />
<strong>Harris</strong>, P.L., Morris, J.E. & Meerum Terwogt, M. (1986). The early acquisition <strong>of</strong> spatial<br />
adjectives: A cross-linguistic study. Journal <strong>of</strong> Child Language, 13, 335-352.<br />
Lipian, M. & <strong>Harris</strong>, P.L. (1986). Thoughts about feelings: the child’s developing conception <strong>of</strong><br />
emotion. In J.A. Macfarlane (ed.), Progress in child heath, Vol. 2, 118-132. Churchill<br />
Livingstone, London.<br />
<strong>Harris</strong>, P.L. (1985). The origin <strong>of</strong> search and number skills. In H. Wellman (Ed.) The<br />
development <strong>of</strong> search ability. L.E.A., Hillsdale, New Jersey.<br />
<strong>Harris</strong>, P.L. (1985). What children know about the situations that provoke emotion. In M. Lewis<br />
& C. Saarni (Eds.) The socialization <strong>of</strong> affect, Plenum Press.<br />
<strong>Harris</strong>, P.L. & Folch, L. (1985). Decrement in the understanding <strong>of</strong> big among English- and<br />
Spanish-speaking children. Journal <strong>of</strong> Child Language, 12, 685-690.<br />
<strong>Harris</strong>, P.L., Guz, G.R., Lipian, M.S. and Man-Shu, Z. (1985). Insight into the time course <strong>of</strong><br />
emotion among Western and Chinese children. Child Development, 56, 972-988.<br />
Mapstone, E.R. & <strong>Harris</strong>, P.L. (1985). Is the English present progressive unique? Journal <strong>of</strong><br />
Child Language, 12, 433-441.<br />
<strong>Harris</strong>, P.L. (1984). Commentary: Landmarks and movement. In C. Sophian (ed.), The origins<br />
<strong>of</strong> cognitive skills: 18th annual Carnegie symposium on cognition, pp. 113-128. L.E.A.,<br />
Hillsdale, New Jersey.<br />
Taylor, D.A. & <strong>Harris</strong>, P.L. (1984). Knowledge <strong>of</strong> strategies for the expression <strong>of</strong> emotion<br />
among normal and maladjusted boys. Journal <strong>of</strong> Child Psychology and Psychiatry, 24,<br />
141-145.<br />
<strong>Harris</strong>, P.L. (1983). Infant cognition. In J.J. Campos & M.M. Haith (Eds.) Handbook <strong>of</strong> child<br />
psychology, Vol. II: Infancy and developmental psychobiology (General Editor P.<br />
Mussen). Wiley, New York.<br />
<strong>Harris</strong>, P.L. (1983). The child as psychologist. In M. Donaldson, R. Grieve & C. Pratt, Early<br />
childhood development and education. Blackwell, Oxford.<br />
<strong>Harris</strong>, P.L. (1983). Children's understanding <strong>of</strong> the link between situation and emotion. Journal
22<br />
<strong>of</strong> Experimental Child Psychology, 36, 490-509.<br />
Taylor, D.A. & <strong>Harris</strong>, P.L. (1983). Knowledge <strong>of</strong> the link between emotion and memory among<br />
normal and maladjusted boys. Developmental Psychology, 19, 832-838.<br />
<strong>Harris</strong>, P.L. (1982) Cognitive prerequisites to language? British Journal <strong>of</strong> Psychology, 73,<br />
187-195.<br />
<strong>Harris</strong>, P.L. & Olth<strong>of</strong>, T. (1982). The child's concept <strong>of</strong> emotion. In G. Butterworth & P. Light<br />
(Eds.) Social cognition. Harvester Press, Brighton, Sussex.<br />
Jones, C.J. & <strong>Harris</strong>, P.L. (1982). Insight into the law <strong>of</strong> large numbers: A comparison <strong>of</strong><br />
Piagetian and Judgement theory. Quarterly Journal <strong>of</strong> Experimental Psychology, 34A,<br />
479-488.<br />
<strong>Harris</strong>, P.L., Olth<strong>of</strong>, T. & Meerum Terwogt, M. (1981). Children's knowledge <strong>of</strong> emotion.<br />
Journal <strong>of</strong> Child Psychology and Psychiatry, 22, 247-261.<br />
<strong>Harris</strong>, P.L., Kruith<strong>of</strong>, A., Meerum Terwogt, M. & Visser, T. (1981) Children's detection and<br />
awareness <strong>of</strong> textual anomaly. Journal <strong>of</strong> Experimental Child Psychology, 31, 212-230.<br />
<strong>Harris</strong>, P.L. (1981) Experimenting with children's language: A commentary. British Journal <strong>of</strong><br />
Psychology, 72, 223-224.<br />
<strong>Harris</strong>, P.L. (1980). How children learn to think and feel. New Society, 51, 31st January.<br />
<strong>Harris</strong>, P.L. & Hampson, S. (1980). Processing information within implicit personality theory.<br />
British Journal <strong>of</strong> Social and Clinical Psychology, 19, 235-242.<br />
<strong>Harris</strong>, P.L., Mandias, F., Meerum Terwogt, M., & Tjintjelaar, J. (1980). The influence <strong>of</strong><br />
context on story recall and feelings <strong>of</strong> comprehension. International Journal <strong>of</strong><br />
Behavioral Development, 3, 159-172.<br />
<strong>Harris</strong>, P.L. Olth<strong>of</strong>, T. and Vos, W.H. (1980). Experimental Onderzoek met Kinderen<br />
(Experimental research with children). In P.L. <strong>Harris</strong>, J. de Wit & D.J. Bakker.<br />
Methoden van onderzoek en hulpverlening. Swets & Zeitlinger, Holland.<br />
van Hekken, S.M.J., Vergeer, M.M. & <strong>Harris</strong>, P.L. (1980). Ambiguity <strong>of</strong> reference and listeners'<br />
reaction in a naturalistic setting. Journal <strong>of</strong> Child Language, 7, 555-563.<br />
Meerum Terwogt, M., Olth<strong>of</strong>, T. & <strong>Harris</strong>, P.L. (1980). Zelfrapportage als bron van<br />
psychologische informatie (Self report as a source <strong>of</strong> psychological information). In P.L.
23<br />
<strong>Harris</strong>, J. de Wit, & D.J. Bakker, Methoden van onderzoek en hulpverlening. Swets &<br />
Zeitlinger, Lisse, Netherlands.<br />
<strong>Harris</strong>, P.L. (1979). The origins <strong>of</strong> perception and cognition. In K. Connolly (Ed.) Psychology<br />
survey, Vol. II. London: George Allen & Unwin.<br />
<strong>Harris</strong>, P.L. (1979). Developmental aspects <strong>of</strong> memory: A review. In M.M. Gruneberg, P.E.<br />
Morris & R.N. Sykes (Eds.) Practical aspects <strong>of</strong> memory. Plenum, London.<br />
<strong>Harris</strong>, P.L. (1979). Tekstbegrip bij jonge kinderen (Text-comprehension by young children). In<br />
J. de Wit, H. Bolle & J.M. van Meel (Eds.) Psychologen over het kind, Vol. 6.<br />
Wolters-Noordh<strong>of</strong>f BV, Groningen.<br />
<strong>Harris</strong>, P.L. (1979). Ontwikkeling van geheugen (The development <strong>of</strong> memory). In W. Koops &<br />
J.J. van der Werff (Eds.) Basisboek ontwikkelingspsychologie. Wolters-Noordh<strong>of</strong>f BV,<br />
Groningen.<br />
<strong>Harris</strong>, P.L. (1979). Televisie kijken: een cognitieve proces (Watching television: a cognitive<br />
process). In A. Kooyman & S. Piet (Eds.) Kind en televisie. AMBO, The Netherlands.<br />
<strong>Harris</strong>, P.L. (1979). Ontwikkeling van de perceptie (Development <strong>of</strong> perception). In W. Koops<br />
& J.J. van der Werff (Eds.) Basisboek ontwikkelingpsychologie. Wolters- Noordh<strong>of</strong>f<br />
BV, Groningen.<br />
<strong>Harris</strong>, P.L. & Heelas, P. (1979). Cognitive processes and collective representations. European<br />
Journal <strong>of</strong> Sociology, 20, 211-241.<br />
<strong>Harris</strong>, P.L. & Meerum Terwogt, M. (1979). How does memory write a synopsis? In M.M.<br />
Gruneberg, P.E. Morris & R.N. Sykes (Eds.) Practical aspects <strong>of</strong> memory. Plenum,<br />
London.<br />
<strong>Harris</strong>, P.L. (1978). Developmental aspects <strong>of</strong> memory. In P.E. Morris & M. Gruneberg (Eds.)<br />
Aspects <strong>of</strong> Memory. Methuen Press, London.<br />
<strong>Harris</strong>, P.L., MacRae, A. & Bassett, E. (1978). Disambiguation by young children. In R.<br />
Campbell & P. Smith (Eds.) Proceedings <strong>of</strong> the Stirling language conference. Plenum<br />
Press, London.<br />
<strong>Harris</strong>, P.L. & Singleton, W.M. (1978). The child's understanding <strong>of</strong> measurement. In A.<br />
Lesgold, J.W. Pellegrino, S.D. Fokkema & R. Glazer (Eds.) Cognitive psychology and<br />
instruction. Plenum Press, London.<br />
Hampson, S., Gilmour, R. & <strong>Harris</strong>, P.L. (1978). Accuracy in self-perception. British Journal <strong>of</strong>
24<br />
Social and Clinical Psychology, 17, 231-235.<br />
<strong>Harris</strong>, P.L. (1977). The child's representation <strong>of</strong> space. In G. Butterworth (Ed.) The child's<br />
representation <strong>of</strong> the world. Plenum Press, New York.<br />
<strong>Harris</strong>, P.L. (1977). Cognitieve Ontwikkeling (Cognitive Development). Intermediair, 3rd June.<br />
<strong>Harris</strong>, P.L. & Bassett, E. (1977). Discrimination by young infants <strong>of</strong> stimuli presented<br />
discontinuously. Perception, 5, 73-77.<br />
<strong>Harris</strong>, P.L., Morris, P.E. & Bassett, E. (1977). Classifying pictures and words. Memory and<br />
Cognition, 5, 242-246.<br />
Naeli, H. & <strong>Harris</strong>, P.L. (1976). Orientation <strong>of</strong> the diamond and the square. Perception, 5, 73-77.<br />
<strong>Harris</strong>, P.L. & Bassett, E. (1976). Reconstruction from the mental image. Journal <strong>of</strong><br />
Experimental Child Psychology, 21, 514-523.<br />
Macfarlane, A., <strong>Harris</strong>, P.L. & Barnes, I. (1976). Central and peripheral vision in early infancy.<br />
Journal <strong>of</strong> Experimental Child Psychology, 21, 532-538.<br />
<strong>Harris</strong>, P.L. (1975). Development <strong>of</strong> search and object permanence during infancy.<br />
Psychological Bulletin, 82, 332-344.<br />
<strong>Harris</strong>, P.L. (1975) Inferences and semantic development. Journal <strong>of</strong> Child Language, 2,<br />
143-152.<br />
<strong>Harris</strong>, P.L. (1975). Objects <strong>of</strong> Attention. New Behaviour, 24th July, 136-138.<br />
<strong>Harris</strong>, P.L. & Bassett, E. (1975). Transitive inferences by young children. Developmental<br />
Psychology, 11, 875-876.<br />
<strong>Harris</strong>, P.L., Le Tendre, J.B. & Bishop, A. (1975). The child's memory for obliques. Perception,<br />
3, 261-265.<br />
<strong>Harris</strong>, P.L. (1974). Perseverative search at a visibly empty place by young infants. Journal <strong>of</strong><br />
Experimental Child Psychology, 18, 535-42.<br />
<strong>Harris</strong>, P.L., Cassel, T.Z. & Bamborough, P. (1974). Tracking by young infants. British Journal<br />
<strong>of</strong> Psychology, 65, 345-348.<br />
<strong>Harris</strong>, P.L. & Macfarlane, A. (1974). The growth <strong>of</strong> the effective visual field from birth to<br />
seven weeks. Journal <strong>of</strong> Experimental Child Psychology, 18, 340-348.
25<br />
<strong>Harris</strong>, P.L. (1973). Eye-movements between adjacent stimuli: an age-change in infancy.<br />
British Journal <strong>of</strong> Psychology, 64, 345-348.<br />
<strong>Harris</strong>, P.L. (1973). Perseverative errors in search by young infants. Child Development, 44,<br />
28-33.<br />
<strong>Harris</strong>, P.L. (1972). Infants' visual and tactual inspection <strong>of</strong> objects. Perception, 1, 141-146.<br />
<strong>Harris</strong>, P.L. (1971). Examination and search in infants. British Journal <strong>of</strong> Psychology, 52,<br />
469-473.